Over the past two decades, many scholars and practitioners in foreign language teaching have advocated for multiliteracies approaches, which envision language learning as the development of an expanding repertoire of linguistic and other semiotic resources for making meaning. Despite the attention to the role of learners as active designers of…

Professional and academic communication is changing rapidly due to the evolution of new technologies. In the context of language teaching, this scenario offers possibilities for genre innovation (Hafner & Miller, 2018) while also encouraging teachers' reflection on how to best prepare students for effective communication. To this end, it has…

This article argues in favour of higher education studies in sign language (SL) related disciplines, more specifically, sign language interpreting and translation (SLIT) -- focusing on the Spanish, and Basque, academic situation and societal needs. Firstly, we offer an overview of higher education SL teaching and SLIT training in Europe and Spain.…

This study introduces a pedagogical framework incorporating multiliteracies, a new literacy concept proposed by the New London Group (1996, A pedagogy of multiliteracies: Designing social futures. "Harvard Educational Review," 66(1), 60-92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u), and glocalised marketing, the adaptation of…

This article explores how music and lyrics serve as modes of storytelling in the language classroom, integrating a multimodal approach and the World-Readiness Standards for Learning Languages. In the 'Sing My Story' project, language students creatively write their own lyrics, which are subsequently performed by either student musicians or target…

As a means for students to comprehend and communicate knowledge in our technologically advanced and culturally diverse globalized societies, more integrative ELT approaches are required. Multiliteracies is a literacy concept that addresses meaning-making variability in various cultural, social, or domain-specific contexts. Extensive reading…

Although a number of studies examined the use of social networking sites (SNSs) in academic writing instruction, these studies mainly revolve around social media centered on microblogging features. Despite living in a visually dominated world, the potential of visual social media such as Instagram whereby the textual, the visual and the social can…

This praxis-oriented article reports on the design, implementation, and evaluation of an upper-level online German course aimed at advancing the second language (L2) proficiency of US university students. Drawing on the noticing hypothesis and empirical L2 acquisition research, the study underscores the necessity of combining attention to…

Literacy, understood as a socially situated process of making meaning from texts, has been offered as a conceptual solution to collegiate foreign language curricular divisions, and multiliteracies pedagogy as a means of implementing that solution. Within multiliteracies pedagogy, the knowledge processes framework [Kalantzis, M., Cope, B., Chan,…

The increasing use of digital educational technologies in higher education (HE) means that the nature of communication may be shifting. Assessments of English for academic purposes (EAP) need to be reconceptualized accordingly to reflect the new and complex ways in which language is used in HE. With a view to inform EAP assessments, our study set…

Recent scholarship in multiliteracies-oriented pedagogies has advocated for greater attention to fostering 'textual thinking', understood as forms of literacy that consider the complexities of semiotic choices made by authors, and their underlying meanings, rhetorical purposes, and cultural contexts. This kind of engagement with texts calls upon…

The multiliteracies framework provides a pedagogical approach relevant to English language direct entry pathway (DEP) programs at university, recognising that education and communication in a multicultural, multimodal, and globalised world involves more than language literacy. Integrated assessments, in which some combination of listening,…

Digital multimodal composing (DMC) has attracted language instructors' and researchers' increasing attention during recent years. Previous studies mainly investigated the students' DMC processes and perceptions, but DMC products are underexamined, and in particular, scarce is research comparing collaborative DMC products and individual DMC…

This dissertation considers how English for Academic Purposes (EAP) instructors can reimagine notions of academic writing by exploiting multimodal texts in ways that invite students' fuller language repertoires into the classroom. Using ethnographic data collected during the Spring 2022 semester of a college EAP class, this study argues that a…

While research on digital multimodal composing (DMC) has been skewed towards the instructional design and affordances of DMC for L2 learners, there is a wider need to develop conceptual models of L2 DMC competence, with which L2 learners can successfully design DMC works and respond to the multimodal reading and writing demands of the digital era.…